精神薄弱児の観察学習に関する研究

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Considerable evidence exists in support of the efficacy of modeling in nonretarded children and adults. But only recently has the potential of modeling with the mentally retarded been explored. The mentally retarded are hypothesized to manifest an outer-directed cognitive style because of their frequent failure experiences and their high expectancies for failure. This heightened dependency on external cues for determining action patterns should facilitate the acquisition of modeled responses. Recent trends toward mainstreaming have resulted in increasing opportunities for mentally retarded children to interact with nonretarded peers in school. Presented with situations in which they can observe the behaviors of nonretarded peers, it is likely that retarded children may attempt to imitate many aspects of the varied behaviors of these peers. Thus, it is important to investigate observational learning in the mentally retarded. This paper reviewed the findings of studies in this area which suggest that modeling has a special efficacy for teaching mentally retarded individuals self-help skills, social behaviors and movements, problem-solving skills, vocational skills and language skills. Recently, however, investigators have begun to investigate more cognitive types of tasks, such as concept learning, using modeling. Bandura proposes that observational learning is divided into four subprocesses: attentional processes, retention processes, motoric reproduction processes and reinforcement and motivational processes. Acquisition of behaviors via modeling requires observers first to attend to the demonstration and then to retain that information in representational form for later reproduction. Because of proposed attentional and short-term memory deficits in the retarded, additional techniques for facilitating observational learning in the mentally retarded are necessary (for example, conceptual rule provision, verbalization, imaginal instruction, rehearsal). Motoric reproduction processes involve utilization of symbolic representation of modeled patterns to guide overt performances. Rate and level of observational learning are partially controlled by the availability of essential component responses. In the case of the mentally retarded a complex behavior may have to be modeled with a shaping procedure. The final function concerns reinforcement and motivational processes. This refers to activating the behavior that has been learned through observation. In observational learning, if the observer has attended to a novel modeling demonstration, if he has retained a representation of the modeled behavior, and if he is capable of performing all component responses of that demonstration, the accuracy of his imitative act will depend upon how well current motivational conditions encourage imitation. In observational learning with the mentally retarded, because of the lowered motivation that has arisen from their diverse environmental histories and conditions, employing an appropriate reinforcement agent is essential. Future directions for studies on observational learning in the mentally retarded are suggested as follows. (1) To what extent is observational learning in the mentally retarded effective? (2) Are techniques for facilitating observational learning in the mentally retarded effective? (3) What sort of model is effective for observational learning in the mentally retarded? (4) In acquirining what sort of information or skills can the mentally retarded benefit from modeling exposures?
日本特殊教育学会の論文
1983-07-01

著者

松村多美恵
茨城大学・教育学部

精神薄弱児の観察学習に関する研究

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